Xinh's Blog - EDCI 337

UVIC 2022

Assignment 4 – Multimedia Project – Introduction to EHRs

2022-06-22 / / 0 Comments

1. Introduction

Currently, electronic health records (EHRs) are increasingly implemented into healthcare settings to replace the traditional paper-based patient record (Ratwani, 2017). This learning content is designed to educate students on EHRs. The structure of this course is divided into three sections: Pre-Class, In-Class, and Post-Class learnings. By the end of this learning plan, students will gain a basic foundation of knowledge on the topic of EHRs

2. Skills/Learning Outcomes

By the end of this course, students should be able to:

  1. Define EHRs.
  2. Explain who uses EHRs and why.
  3. Describe where EHRs are used.
  4. Explain what information is stored on EHRs.
  5. List the benefits and drawbacks of EHRs.

3. Topic Rationale

Considering all of our group members are in the Health Information Science (HINF) Program, we chose EHRs as our assignment topic. Additionally, since EHRs are becoming more widely adopted, our group’s intention in designing this lesson plan was to provide students with a basic understanding of EHRS, who uses them, where they are found, what they store, and their benefits and drawbacks.

For this assignment, the topic which inspired our group was: Topic 4 – Design of Multimedia Learning Objects and Artifacts. EHRs are a subject HINF students are continuously educated on throughout the duration of the program; however, the delivery of learning is lecture-based, and supplemented with text-heavy PowerPoints which can cause information overload. As a result, our group created multimedia objects often used in the HINF program, and applied the educational principles we learned in EDCI337 to ensure instructional design was learner-centered.

4. Project Plan

To create our multimedia objects, we brainstormed and created a list of common multimedia objects which are listed below in section 5. The work to create these multimedia objects was split between group members during our weekly learning pod meetings. Once all group members completed their individual multimedia object, we worked collaboratively on writing the discussion post. The plan for this assignment went relatively well, and there were no pitfalls.

5. Original Multimedia Content

All except the additional readings are original multimedia content. The multimedia produced varies in type, and draws upon EDCI-related learnings. Original multimedia content includes:

  • YouTube Video
  • Infographic
  • Quiz
  • PowerPoint
  • Discussion
  • Activity
  • Written/Audio Recording Prompt
  • Reflection

The multimedia objects can be accessed from this overview.

6. How Students Will Be Evaluated

  •  Pre-Class Quiz: The pre-class quiz will allow instructors and students to assess initial comprehension of the material. Based on the results, instructors and students can identify which areas may need more focus. 
  •  In-Class Discussion: Discussions are a great way to foster engagement. The in-class discussion will give students an opportunity to network and have conversations about the topic. Additionally, this discussion will allow students to identify areas they need to focus or improve on.
  • Post-Class Activity: This activity is a unique way to evaluate student comprehension through the use of images, and fill-in-the-blank questions. Following, students can compare their answers to the answer key to determine which areas may require review.
  • Post-Class Prompt: The post-class prompt has no right or wrong answer. Rather, it is an exercise to understand what students learned throughout the learning plan. This reflection is also a great way to identify areas students struggled with.
  • Post-Class Reflective Quiz: To reflect upon their learnings, students will be given a post-class reflective quiz. Additionally, this quiz will be used to gather feedback from students to improve the learning plan for future students.

The evaluation method for this learning plan is also applicable to other theory-based topics.

7. Discussion

Multimedia can be defined as the simultaneous presentation of both words and pictures (Mayer, 2014). Learners can create deeper understanding from multimedia while they form connections between words and pictures; however, to be effective, multimedia must be designed in a manner which promotes learning (Mayer, 2014). Given this, our group implemented several different principles and learning theories where appropriate while designing our multimedia objects for this assignment. 

Overall, this assignment was designed to engage learners to be active participants. This was achieved by having students progress through pre-class, in-class, and post-class tasks to help assess their comprehension of the material, and learning outcomes (Betts, 2016). For example, in the post-class prompt, students are asked to use higher order thinking skills by writing, or audio recording their answer to one of the provided prompts. This exercise aligns with the “create” element of Bloom’s Taxonomy, which encourages active learning, and evaluates student comprehension as students produce new or original work related to the material (Betts, 2016).

One major principle our group implemented was demonstrated in our informational video and PowerPoint presentation. More precisely, our group decided to use illustrative images and short text in these multimedia objects, and provided further detail via narration. In doing so, we were able to improve learning by applying the modality principle: people learn better when graphics are paired with narration instead of printed text (Mayer, 2014). This strategy was also listed as one of Phillip’s key takeaways for creating effective presentations (TED, 2014). Additionally, we made sure to speak in a conversational style during our narrations. This is because according to the personalization principle, learning improves when the words of a multimedia presentation are not spoken in a formal style (Mayer, 2014). 

To capture learners’ attention, colour was an element our group took advantage of while designing our multimedia objects. For instance, while creating our informational video, our group decided to use contrasting colours to add emphasis to its design. This is because one of the principles of good design is contrast, and this principle suggests using opposing design elements, such as colour, to support design (Adobe Express, 2020). Similarly, the same principle was applied during the creation of our infographic. In particular, our group selected the colour purple for the background of our infographic to contrast with the overlaying graphics.

Contrast was used in the PowerPoint presentation to guide learners’ eyes around the information presented on the slide. Again, this strategy was also listed as one of Phillip’s key takeaways for creating effective PowerPoint presentations (TED, 2014). In this case, however, contrasting colours on opposing segments of the colour wheel were not used. Rather, topics which were being discussed on the current slide were coloured, and extraneous materials were grayed out and excluded (Mayer, 2014). As a result, we were able to improve learning by emphasizing key information through application of cues (Mayer, 2014). Further, in applying this strategy, both the coherence and signaling principle were achieved, respectively.

Lastly, it was important that differentiated learning styles were considered when creating our materials. For example, with the in-class discussion, students are given the choice to either actively engage in conversation with their peers, or to provide a written response. This same idea was used in the case of the post-class prompt, where students are able to provide either a written, or spoken response. In providing multiple pathways for learning, the material becomes more accessible and inclusive for all learners (CAST, 2018).

Note: All multimedia content is linked to a publicly shared Google Drive.

References

Adobe Express. (2020). 8 basic design principles to help you make awesome graphics. Adobe. https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics

Betts, T. (2016). 5 tips for multimedia enhanced teaching and learning. University of Sussex. https://blogs.sussex.ac.uk/tel/2016/11/22/5-tips-for-multimedia-enhanced-teaching-and-learning/

CAST. (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Ratwani, R. (2017). Electronic health records and improved patient care: Opportunities for applied psychology. Current directions in psychological science, 26(4), 359–365. https://doi.org/10.1177/0963721417700691

TED. [TEDx Talks]. (2014, April 14). How to avoid death by PowerPoint | David JP Phillips | TEDxStockholmSalon [Video]. Youtube. https://youtu.be/Iwpi1Lm6dFo

Week 3 – How Do We Learn? – Feedback

2022-06-21 / / 0 Comments

Hi Katie,

I really enjoyed reading your blog post about the importance of learning and standardized testing. Like you, I also struggled to engage effectively with learning materials during my first year at UVic; however, as time progressed, I learned how to change my study habits to enforce active learning instead of passive learning. Personally, I like how you incorporated the Multimedia Principle into your blog post by adding a video, and I think the video you selected effectively described techniques which can be used to encourage active learning. For example, one of the strategies provided in the video was to test yourself by creating quizzes. This is something I often did as I progressed through University. In particular, I wrote study guides where I created questions I could quiz myself on, and wrote down corresponding answers for each question.

Additionally, instead of restating week 3’s learning materials in your blog post, I like how you related it to your personal experience. For instance, you mentioned reviewing course material in discussion groups as one of your studying techniques, and this reflects the Intensity Principle of Learning: learning material is more likely to be retained if the learning experience is more dramatic and immediate (Psychology Wiki, n.d.). As a result, by discussing course material in learning groups, learning becomes more exciting, and therefore more effective. Further, this strategy also enforces active learning. More precisely, in the video provided in your blog post, teaching your peers in study groups was described as an active learning technique.

Great job!

Xinh

References

Psychology Wiki. (n.d.). Principles of learning. Fandom. Retrieved June 21, 2022, from https://psychology.fandom.com/wiki/Principles_of_learning#Intensity

Week 2 – Multimedia and Interactive Learning – Feedback

2022-06-21 / / 0 Comments

Hi Yashvi,

Thank you for your blog post about the importance of multimedia and interactive learning. I appreciate how you defined multimedia learning at the beginning of your post, and later provided examples. This made your blog post easy to understand, and flow in a logical manner. Like you, I also agree with Mayer’s theory which states people learn better when pictures are presented with words. For example, I find my comprehension of concepts in textbooks improves when the information is accompanied by photos. As mentioned in your blog post, perhaps this is because the images provide learners with a means to mentally visualize the material they are reading.

Additionally, I like how you incorporated Mayer’s Multimedia Principle by adding an image to your own blog post. I think the photo you selected is well-aligned with what we have learned in EDCI337, and representative of a classroom which integrates interactive multimedia learning. As a result, the image pairs well with your written text, and adds value to your post.

Awesome work!

Xinh

Week 6 – How Do We Evaluate Multimedia and Multimedia Tools? – Feedback

2022-06-15 / / 0 Comments

Hi Katie,

Your post this week was a great read, and as a Health Information Science (HINF) student myself, I really enjoyed your in-depth analysis of the Telus Med Access platform! One thing I particularly liked about your blog post this week were the images you included. In adding these images, not only did it add value to your post, but it also helped segment your post into digestible chunks of information. Additionally, I appreciated the infographic you created which summarized your SECTIONS evaluation of Telus Med Access. In particular, I like how you integrated the Signaling Principle into your infographic by adding arrows to redirect viewers’ attention. Considering people learn better when key information is emphasized through application of cues, your application of the Signaling Principle made the content of your infographic easy to follow, and helped enhance my overall understanding (Mayer, 2014).

Like you mentioned in your post, technology and media are heavily utilized within the HINF program; therefore, the SECTIONS Model is a useful guide when evaluating new tools which are to be integrated in the program. Although Telus Med Access did not fulfill all components of the SECTIONS Model, using this approach revealed the platform was still valuable. For instance, like you said in your post, Telus Med Access does not support networking, but the tool still promotes interactivity between students. Despite the networking drawback, evaluation using the SECTIONS Model provided instructors with an all-encompassing view of the technology which demonstrated the tool was still beneficial. As a result, I think your analysis successfully demonstrates how using the SECTIONS Model can be an effective guide for teachers when evaluating technology.

Great work!

Xinh

References

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Week 6 – How Do We Evaluate Multimedia and Multimedia Tools? – Blog Post

2022-06-15 / / 2 Comments

The SAMR Model

The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a guide which teachers can use to evaluate how they are integrating technology into their instructional settings (Puentedura, 2006). Substitution occurs when the incorporation of a technology into a classroom does not functionally change a task, but rather acts as a direct tool substitute (Puentedura, 2006). Similarly, Augmentation also ensues when technology acts as a direct tool substitute; however, at this level, the technology offers a degree of functional improvement (Puentedura, 2006). Considering both Substitution and Augmentation do not result in significant functional changes, the two levels are considered to enhance learning. Comparatively, at the Modification level of the SAMR model, considerable task redesign is achieved by the integration of technology (Puentedura, 2006). Redefinition occurs when entirely new tasks, which were previously unrealizable, are created by the integration of technology (Puentedura, 2006). Given both Modification and Redefinition enable significant task redesign, the two levels are deemed to transform learning. To view a visual image of the SAMR model with corresponding examples, please see Figure 1.

Figure 1: The four levels of the SAMR Model with corresponding examples (Puentedura, 2006)

The SECTIONS Model

Unlike SAMR, the SECTIONS model is a guide which teachers can use to evaluate the appropriateness of a technology (Bates, 2019). Bates’ SECTIONS model critically analyzes each technology by evaluating various components of a technology’s strengths and weaknesses (See Figure 2). The first consideration of the SECTIONS model is students: to leverage the opportunities offered by technology, instructors must consider their students’ demographics, ability to access technology, and differences in learning (Bates, 2019). Additionally, to reduce uncertainty and frustration, one must also consider the ease of use of a technology. More precisely, instructors should evaluate how easy a technology is to learn for both teachers and students (Bates, 2019). Another key consideration when evaluating the appropriateness of a technology is cost. To ensure cost-effectiveness, instructors must assess the expenses required to design, deliver, and maintain the technology in a course (Bates, 2019). The T in the SECTIONS model represents teaching functions. This component of the model evaluates the educational benefits and detriments of a technology. For instance, instructors can assess the degree to which a medium promotes networking, and interactivity between learners, learning materials, and experts (Bates, 2019). A high degree of interactivity may be regarded as a benefit, and in fact, both interaction and networking are key components of the SECTIONS model. In addition to considering students, organizational issues must also be regarded. In other words, it is important the technology is supported by the institution in which it is being integrated (Bates, 2019). The final consideration of the SECTIONS model is security and privacy: a secure and safe environment is critical to support the technology, and instructors and learners (Bates, 2019).

Figure 2: The components of the SECTIONS Model (Bates, 2019)

Both the SAMR and SECTIONS model are similar in the sense that they can be used to evaluate multimedia tools; however, the models differ in that they evaluate different aspects of the tools. While the SAMR model guides teachers in determining whether the integration of a technology enhances or transforms a classroom, the SECTIONS model enables teachers to evaluate whether a tool is appropriate for meeting students’ learning outcomes. Despite these differences, both models can be used in conjunction to assess the value of a technology. For example, if evaluation reveals a tool is difficult to use, does not promote interactivity, and will only act as a substitute, perhaps it will be more beneficial to consider integrating other tools. Overall, the application of both the SAMR and SECTIONS model can prompt instructors to look critically at the technologies being integrated into instructional settings.

References

Bates, T. (2019). Teaching in a digital age – models for media selection. https://pressbooks.bccampus.ca/teachinginadigitalagev2/chapter/9-1-models-for-media-selection/

Puentedura, R. (2006). Transformation, technology, and education [Blog post]. http://hippasus.com/resources/tte/

Assignment 3 – Core Multimedia Skills

2022-06-12 / / 0 Comments

According to Mayer, the term multimedia refers to the simultaneous presentation of both words and pictures (2014). With multimedia, learners can create deeper understanding while they form connections between words and pictures; however, to be effective, multimedia must be designed in a manner which promotes learning (Mayer, 2014).

For this assignment, I updated an infographic I previously created for a class during my second year at UVic. The purpose of this infographic was to compare two different health authorities: Provincial Health Services Authority (PHSA) and Alberta Health Services (AHS) (See Figure 1). Despite being a relatively straightforward infographic, the artifact’s design fails to fulfill many of the multimedia learning principles, and related theories we have discussed in EDCI337. As a result, I updated specific elements of my infographic to make it more effective in increasing knowledge transfer.

Figure 1: My previously created infographic.

The multimedia principle states people learn better when words are used in conjunction with pictures (Mayer, 2014). While my previous infographic incorporated images, the artifact was relatively text heavy. To adhere to the multimedia principle, I replaced text with photos where possible. For example, instead of listing each health authority’s values with text, I used images to represent the values instead. Further, I also added photos to illustrate and clarify various concepts. For instance, instead of plainly stating each health authority’s organizational structure, I added graphics which visually represent the different structures. In adding visual elements to my infographic, not only was I able to fulfill the multimedia principle, but I was also able to satisfy a few of the Universal Design for Learning (UDL) guidelines.

UDL is a framework which aims to optimize learning by identifying and removing barriers in the design of instructional materials (CAST, n.d.). One of the UDL guidelines is representation, and this guideline ensures learning is accessible by providing students with options for perception, comprehension, and language and symbols (CAST, 2018). By pairing each concept with symbols or pictures, I was able to increase my infographic’s accessibility for learners with different background, language, and lexical knowledge. More precisely, by providing alternate representations of meaning for each concept, I was able to clarify vocabulary and symbols, and offer alternatives for both auditory and visual information (CAST, 2018).

Considering the text in my infographic was now replaced with images, I decided to narrate the contents of my infographic to provide further detail. In doing so, I was able to improve learning by applying the modality principle: people learn better when graphics are paired with narration instead of printed text (Mayer, 2014). Additionally, I made sure to speak in a conversational style during my narration. This is because according to the personalization principle, learning improves when the words of a multimedia presentation are not spoken in a formal style (Mayer, 2014). Finally, since my infographic contains quite a bit of information, I added arrows to appropriately direct learners’ attention, and reduce their cognitive load. As a result, the signaling principle asserts learning improves, for people learn better when key information is emphasized through application of cues (Mayer, 2014).

While my infographic was more accessible and effective in increasing knowledge transfer at this point in the redesign process, it lacked good design. To address this issue, I applied a few of Adobe’s Basic Principles of Design; the main principles I focused on were alignment, contrast, and colour. The alignment principle ensures design elements are positioned appropriately in relation to each other, and I achieved this by lining up the text and shapes in my infographic (Adobe Express, 2020). Regarding the contrast principle, this principle suggests using opposing design elements, such as colour, to emphasize and support design (Adobe Express, 2020). To fulfill this principle, I changed the background of my infographic from black to blue and orange. I selected these colours because they are on opposing segments of the colour wheel. Additionally, selecting blue and orange increased the accessibility of my infographic further, for it is a colorblind-friendly combination (Shaffer, 2016).

Overall, by redesigning various elements of my infographic, I was able to improve knowledge transfer, and remove various barriers to learning. To view my updated infographic, please see Figure 2.

Figure 2: My updated infographic with narration.

References

Adobe Express. (2020). 8 basic design principles to help you make awesome graphics. Adobe. https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics

CAST. (n.d.). About universal design for learning. https://www.cast.org/impact/universal-design-for-learning-udl

CAST. (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Shaffer, J. (2016). 5 tips on designing colorblind-friendly visualizations. Tableau. https://www.tableau.com/about/blog/examining-data-viz-rules-dont-use-red-green-together#:~:text=For%20example%2C%20blue%2Forange%20is,blue%20to%20someone%20with%20CVD.

Week 5 – Universal Design for Learning – Feedback

2022-06-08 / / 0 Comments

Hi Katie,

Thank you for your blog post this week which emphasized the importance of differentiated learning. The video you selected explained the topic very well, and I really enjoyed the examples they provided. In particular, I liked Ferlazzo’s example of differentiating instruction for one of his students by allowing them to write an essay on a topic which interested them. Personally, I found this example to be very effective at demonstrating how easy it is to differentiate instruction, and how one small change can successfully equip students for learning. Additionally, Ferlazzo’s use of anecdotes enabled the personalization principle to be applied to the video you selected. This helped improve my understanding of the topic, for people learn better when the words of a multimedia presentation are spoken in a conversational style (Mayer, 2014).

In addition to the video you selected, I really enjoyed reading your suggestions to make online classrooms more accessible. I agree students often struggle to pay attention during online lectures due to the conversations being typically one-sided, and a lack peer-peer engagement; therefore, I like your suggestion to have all students turn on their cameras. This will likely benefit the majority of students by increasing their attentiveness during online lectures. Additionally, like you mentioned, having students turn on their cameras will support learners who depend on reading lips and facial expressions to communicate. However, one question I have is: how can we achieve the same benefits for students who struggle with anxiety? For instance, some students may not feel comfortable turning on their camera during online lectures. As a result, what alternatives can be offered to such students to ensure they participate, and remain attentive in online learning environments?

Overall, great work!

Xinh

References

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Week 5 – Universal Design for Learning – Blog Post

2022-06-08 / / 1 Comment

What is Universal Design for Learning?

Universal Design for Learning (UDL) is a framework which aims to optimize learning by identifying and removing barriers in the design of instructional materials, methods, and assessments (CAST, n.d.). In other words, it is a pedagogical approach which focuses on minimizing barriers to make learning effective for everyone. For a greater understanding of Universal Design, and the importance behind why we need it, the TED Talk by Michael Nesmith is an informative and worthwhile watch:

(TED, 2016)

To ensure learning is accessible from the start of lesson planning, UDL has various guidelines categorized under three different pillars: engagement, representation, and action and expression (CAST, 2018). Each guideline will be described in further detail below.

Engagement Guideline

The engagement guideline supports learner self-efficacy by providing learners with several different options to promote self-determination, motivation, and self-regulation (CAST, 2018). To fulfill this guideline, a variety of pathways can be taken. For instance, to achieve engagement, the UDL guideline suggests fostering collaboration and community by creating cooperative learning groups (CAST, 2018). Personally, I find this strategy to be very effective for ensuring sustained engagement. During one of my psychology classes at UVic, my professor would often have reflective questions for students to discuss in pairs or groups during lecture. This helped establish a collaborative class environment, and create an active community of learners. Additionally, I found these discussions with my peers improved my ability to recall information during assessments. In fact, communicating in social environments enable students to learn through interaction, and can therefore improve students’ ability to recall information (Brame & Biel, 2015). While having students answer reflection questions in groups helped promote motivation and self-regulation, this activity did not address the self-determination aspect of the engagement guideline. One way in which self-determination can be achieved is by optimizing learners’ individual choice and autonomy (CAST, 2018). For example, to improve the activity described above, students who did not feel safe participating in class discussions could have been given alternative options, such as written journal entries. As a result, multiple pathways would be created for all students to achieve learning.

Figure 1: Encouraging collaboration is one way to achieve engagement (Pixabay, n.d.-a).

Representation Guideline

To ensure learning is accessible, learners must have a choice in how they access information and materials. The representation guideline addresses this by providing students with options for perception, comprehension, and language and symbols (CAST, 2018). One way to achieve representation as suggested by CAST is to offer alternatives for auditory information (2018). For instance, during one of my classes last semester, there was a student who was hard of hearing. To ensure the design of instruction did not act as a barrier to her learning, my professor turned on live captioning for his zoom lectures, and had transcribers sit in on the lesson to record what was being said in class. Although this made learning more accessible for the student who was hard of hearing, making these adjustments to the delivery of instruction benefitted other students in the class as well. For example, having live captions generate during class helped clarify vocabulary, and improve comprehension for students whose first language was not English. While this is just a single example of achieving representation, it demonstrates how making one small change to the delivery of instruction can remove barriers which obstruct the success of learners.

Figure 2: Make learning accessible by providing alternatives to auditory information (Pixabay, n.d.-b).

Action and Expression Guideline

Finally, the action and expression guideline provides learners with various options to demonstrate their skills and knowledge. To fulfill this guideline, instructors should “vary the methods for response and navigation” and “use multiple media for communication” (CAST, 2018). For example, instead of centering a class around written activities, alternative methods such as using technology, or speaking, should be incorporated. This will help ensure learners have equal learning opportunities, and multiple means for conveying their knowledge (CAST, 2018). Regarding the use of multiple media, it is important to incorporate various media to equip learners with a wide range of expression, such as text, music, videos, and more (CAST, 2018). As seen throughout the past weeks of EDCI337, multimedia has been integrated throughout our curriculum using images, audio clips, and hands-on activities. In doing so, not only has learning become more effective, but we also learn the skills which are necessary to compose effective multimedia (Mayer, 2014; CAST, 2018). Overall, providing learners with different options to convey their understanding can help address learners’ unique needs by minimizing media-specific barriers to expression (CAST, 2018).

To conclude, the UDL guidelines are an effective reference to minimize barriers when designing instructional materials and methods. By designing for inclusion, we can reduce obstructions to education, and ensure learning is universally accessible for everyone.

References

Brame, C. J. & Biel, R. (2015). Setting up and facilitating group work: Using cooperative learning groups effectively. Vanderbilt University Center for Teaching. Retrieved June 8, 2022, from http://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-using-cooperative-learning-groups-effectively/.

CAST. (n.d.). About universal design for learning. https://www.cast.org/impact/universal-design-for-learning-udl

CAST. (2018). Universal design for learning guidelines version 2.2. Retrieved from http://udlguidelines.cast.org

Mayer, R. E. (Ed.). (2014). The Cambridge Handbook of Multimedia Learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Pixabay. (n.d.-a). [Image of learning group]. https://pixabay.com/vectors/african-asian-black-brown-cartoon-2029984/

Pixabay. (n.d.-b). [Image of subtitles]. https://pixabay.com/photos/subtitles-writing-scrabble-word-4546080/

TED. [TEDx Talks]. (2016, October 13). Why we need universal design | Michael Nesmith | TEDxBoulder [Video]. Youtube. https://youtu.be/bVdPNWMGyZY

Week 4 – Design of Multimedia Learning Objects and Artifacts – Feedback

2022-06-03 / / 0 Comments

Hi Grace,

Your blog post this week was a great and informative read! In particular, I like how you provided a definition for multimedia at the beginning of your post, and subsequently described the impact it has on learning environments. This logical flow made it easy to understand your written blog post. Additionally, I really like the infographic you made for this week’s discussion. It is clear you paid great attention to incorporating some of the Adobe design principles we learned about this week, such as alignment, repetition, balance, and colour. Further, I also appreciate that you integrated the Signaling Principle into your infographic. Considering your infographic is about the benefits of multimedia learning, your use of big text helped draw my attention to the main points of your topic. In doing so, I had a better understanding of the content of your post, for people learn better when key information is emphasized through the application of cues (Mayer, 2014).

One question I have after reading your post is: despite all the benefits, do you think there are any disadvantages to multimedia learning? For instance, having access to a vast variety of information is one of the advantages of multimedia learning, as noted in your infographic; however, can this hinder students’ learning by overloading them with information? I’d love to hear your thoughts.

Really great job!

Xinh

References

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press. https://doi.org/10.1017/CBO9781139547369

Week 4 – Design of Multimedia Learning Objects and Artifacts – Blog Post

2022-05-31 / / 1 Comment

The Cognitive Load Theory

As someone who is easily distracted, and struggles to study in loud environments, learning about cognitive load this week piqued my interest. The Cognitive Load Theory (CLT) states a learner’s working memory can become unnecessarily overloaded when instructional design does not account for “the limitations of the human cognitive architecture” (Schnotz & Kürschner, 2007, p. 470). Cognitive load can be divided into 3 components: effective load, ineffective load, and task difficulty load (ColumbiaLearn, 2018). Effective load refers to the learner’s working memory which is being used to focus on their current task; ineffective load refers to the learner’s working memory which is focused on distractions; and task difficulty load refers to the amount of working memory which is consumed by the complexity of a task (ColumbiaLearn, 2018). After learning about the CLT, I now understand why I thrive in quiet learning environments free of distraction: considering I am susceptible to disturbances, and sensitive to noise, much of my working memory is consumed by distractions in overstimulated environments. That being said, cognitive load varies between learners (ColumbiaLearn, 2018); therefore, different learners perform better in different learning environments. For a quick summary of the CLT, please watch the video below:

(McGraw Hill, 2019)

Cognitive Load and Multimedia Learning Objects

While I described the CLT in terms of learning environments above, the theory can also be applied to the design of multimedia learning objects. For instance, although a common learning tool in today’s classrooms, PowerPoint presentations can cognitively overload students when poorly designed; therefore, instructors should abide by design principles when creating instructional objects. To apply some of the design principles we learned, I created a poster following this week’s activity using Canva (See Figure 1). In this poster, several of Adobe’s design principles were applied, including alignment of text, repetition of shapes, and use of negative space (Adobe Express, 2020). Additionally, as suggested by Phillips in his TED talk, I used an illustrative image, and short accompanying text on my poster. In doing so, the redundancy effect is mitigated, and the capacity of the learner’s working memory increases (TED, 2014). Overall, to ensure effective learning, teachers must design instructional techniques and objects in a manner which does not overload a learner’s working memory.

Figure 1: The poster I created for this week’s activity using Canva.

References

Adobe Express. (2020). 8 basic design principles to help you make awesome graphics. Adobe. https://www.adobe.com/express/learn/blog/8-basic-design-principles-to-help-you-create-better-graphics

ColumbiaLearn. [ColumbiaLearn]. (2018, February 16). MOOC EDSCI1x | Video 1: cognitive load | student learning strategies [Video]. YouTube. https://youtu.be/O6WtKeQrJmY

McGraw Hill. [McGraw Hill PreK-12]. (2019, January 9). Teaching strategies: cognitive load theory [Video]. YouTube. https://youtu.be/UpA6RdE0aYo

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